The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness

Abstract

One of the most significant current discussions in writing is self-assessment and peer assessment. This study aimed to investigate the impact of writing self-assessment and peer assessment on autonomy and metacognitive awareness of Iranian EFL learners. One hundred and twenty participants were selected using convenience sampling. Four instruments were used in this test: (1) Nelson placement test; (2) Metacognitive Awareness Inventory (MAI); (3) Zhang and Li’s autonomy questionnaire; and (4) rubric. A quasiexperimental design was used in this study. They were divided into two experimental groups, self-assessment (N = 40) and peer assessment (N = 40), and one control group (N = 40). Collected data were tested and compared using covariance analysis (ANCOVA). Results from the tests indicated that both self-assessment and peer assessment are effective ways to improve autonomy and metacognition awareness of EFL learners in the completion of writing tasks. Findings also showed that self-assessment was more effective than peer assessment and the results showed that the types of assessments increased the learners’ knowledge in the writing, teaching, lexicography, spelling, grammar, and similar models and were significantly effective in developing their writing skills. The findings of the present research study might have some implications for researchers, instructors, language teachers, and language learners.

Analysis Effectiveness of Implementation Assessment as Learning on Metacognitive Skills

“…In general, peer assessment is a test given to students and then corrected by friends with predetermined guidelines (Mellinger, 2019;Zheng et al, 2017). In addition, peer assessment is also considered an alternative assessment procedure and has been recognized as an activity used by learners to assess each other's performance (Ebrahimi et al, 2021). The use of an eportfolio improves students' development of metacognitive ability especially in implementing as well as evaluating (Gutiérrez-Santiuste et al, 2022;Händel et al, 2020;Karami et al, 2019;López-Crespo et al, 2022;Lukitasari et al, 2021;Segaran & Hasim, 2021;.…”

“…Self-assessment can increase students' metacognitive awareness (Ebrahimi et al, 2021). On the other hand, self-assessment is a reflection tool (Siegesmund, 2017).…”

“…This approach emphasizes the critical role of assessment as a tool for continuous learning, not just as a tool for ranking or evaluating students. An example of applying this approach is by using self-assessment and peer assessment (Ebrahimi et al, 2021;Pantiwati, 2017;Zheng, 2017;Mellinger, 2019). Self-assessment is a formative assessment technique in which students assess their strengths and weaknesses individually based on criteria that have been made to improve the quality of their learning.…”

Is collaborative peer assessment model effective for genre-based writing in university?

“…Students have the chance to learn collaboratively through peer assessment by really supporting one another and sharing their experiences [16]. It enhances academic achievement [17], [18], EFL students' independence and understanding of their own metacognition when completing writing assignments [19]. Peer assessment has the potential to effectively address the issue of the teacher-student ratio in Chinese higher education while also fostering the growth of a variety of learner abilities.…”

The Effectiveness of and Students’ Perceptions of Peer Feedback: A Vietnam Action Research Project

“…In line with this, Herwiana (2021) showed that peer feedback can help learners improve their grammar and vocabulary. Regarding motivational effects, Vahid and Hossein (2016) provided empirical evidence that peer feedback played a critical role in increasing students' academic motivation. Additionally, Liang (2006) asserted that a fair, supportive, and welcoming assessment environment can help students better understand learning objectives.…”